Agricultural Education in Missouri 2022

2022·1.8 MB·English

by  Missouri Department of Elementary and Secondary Education, Office of College and Career Readiness

2022
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GRICULTURAL EDUCATION IN MISSOURI
Agriculture and the food, fiber and natural resource system is America’s most creative, productive and basic
industry. Much of this country’s success in agriculture can be attributed to a sound program of education. To
advance a dynamic and efficient agriculture, food & natural resource system and to assure the continued well-
being of our society, first-rate education must continue to be a high priority. A cooperative effort among
educational institutions, government agencies and food, fiber and natural resource-related businesses will help
Missouri provide leadership for the future through enhanced education.
Developments shaping food, fiber and natural resource systems
Participants representative of the food, fiber and natural resource industry were asked to identify the most
important trends and developments over the next 30 years that will shape the future of agriculture and the food,
fiber and natural resource systems. Five trends emerged as most important.
→ Accelerating globalization of markets.
 Economic globalization with increasing population and falling trade barriers is taking us
toward a more competitive international marketplace for agricultural products in which more
countries will produce more kinds of foods and market them on an international scale.

→ Growing public demands for environmental protection and safe foods.
 As production increases worldwide, pressures will grow everywhere to protect prime
farmland from urban sprawl, conserve soil, safeguard water quality and fisheries, use water
more efficiently, protect remaining wildlife habitats, and ensure a safe and healthy food
supply.

→ Increasing reliance on technology.
 Advances in computers, communications, information, biotechnology and other areas of
technology will greatly affect education, agriculture and the operation of the food, fiber
and natural resource systems.

→ Decline public understanding of Agriculture, Food, Fiber and Natural Resource Systems.
 The general population is increasingly cut off from both direct experience and education
related to Agriculture, which has serious repercussions in terms of ill-informed
consumer behavior, public opinion, regulation and political decision-making.

→ A more highly trained and diverse workforce.
 A more diverse, highly trained workforce will be needed to manage the development of food,
fiber and natural resource systems so that they will be competitive in the global marketplace
and successful in an industry whose structure is changing.

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About Agricultural Education

Agricultural education is a systematic program of instruction available to students desiring to
learn about the science, business, and technology of plant and animal production and/or about
the environmental and natural resources systems. Agricultural education first became a part of
the public education system in 1917 when the U.S. Congress passed the Smith-Hughes Act.
Today, over 900,000 students participate in formal agricultural education instructional
programs offered in grades seven-adult throughout the 50 states and three U.S. territories.

Ag Ed Vision: Agricultural education envisions a world where all people value and
understand the vital role of agriculture and natural resources in advancing personal and
global well-being.

Ag Ed Mission: Agricultural education prepares students for successful careers and a
lifetime of informed choices in the global agriculture, food, fiber, and natural resources
systems.

Agricultural Education Delivery Systems

Agricultural Education - prepares secondary, postsecondary and adult students for a variety of
careers and advanced college or technical training in the Agriculture, Food and Natural
Resources System. Career opportunities for students range from positions in agribusiness,
food science, agricultural mechanics and technology, plant science and horticulture, animal
science, and natural resources conservation. Programs of study are delivered by the following:
four-year "cluster" programs at comprehensive high schools and area career centers; two- year
community college "specific" programs; and "supplemental" and "specific" adult education in
high schools, area career centers and community colleges. At each level, training programs
consist of three interrelated components:

A. Classroom/laboratory instruction

using the “problem- solving”

technique.

A. A
Classroom B. Supervised agricultural
Instruction C. experience in which each student
(Knowledge) AB AC Leadership
A Development gains “hands- on” experience
(Attitude) outside the classroom.
B. B C. Leadership development through the
Supervised
Agricultural BC C FFA in high school, PAS at the
Experience
postsecondary institutions, and Young
(Skills)
Farmers for adults currently employed
in agriculture.

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Missouri Agriculture Enrollment Trends
The following table shows total enrollment in secondary, postsecondary and adult agriculture programs. High school agriculture
enrollment has increased steadily since 1985 and is currently at an all-time high. This reverses a trend of declining enrollment that
began in 1977. Factors which contribute to the increasing enrollment have not been formally studied, but teachers and others indicate
they believe that: 1) the economic improvement of agriculture affects attitudes of parents, students and counselors toward enrolling;
and 2) agriculture programs have expanded content and increased flexibility. Postsecondary enrollment has also increased in response
to a changing agriculture and the public attitude about the future of agriculture. Adult enrollment has fluctuated since reaching a peak
enrollment in 1985-86.
Total Student Enrollment
Year No. of Programs Secondary Junior High Postsecondary Adult**
2021-2022 353 35,816 15,534 2554 2,392
2020-2021 351 36,068 14,226 2,921 3,970
2019-2020 348 36,685 13,340 2,881 3,650
2018-2019 347 36,516 13,375 2,163 3,357
2017-2018 344 36,114 13,289 2,222 3,174
2016-2017 342 37,165 11,359 1,918 3,371
2015-2016 340 33,455 12,874 2,187 3,288
2014-2015 334 27,701 13,167 2,439 2,465
2013-2014 331 26,724 12,125 2,521 2,026
2012-2013 327 26,564 12,274 1,890 1,288
2011-2012 326 26,813 12,471 1,909 1,537
2010-2011 324 26,455 11,963 3,295 1,802
2009-2010 316 26,473 11,245 1,008 3,037
2008-2009 311 26,254 10,732 1,158 3,110
2007-2008 305 25,452 10,429 779 3,585
2006-2007 302 25,180 11,452 317 2,841
2005-2006 301 25,162 10,798 2,246 4,264
2004-2005 294 23,827 9,611 797 2,630
2003-2004 291 22,953 9,850 2,756 2,637
2002-2003 286 21,800 9,835 3,102 2,373
2001-2002 284 21,174 9,850 661 2,308
2000-2001 277 21,196 7,665 702 3,181
1999-2000 266 20,616 7,146 842 3,068
1998-1999 266 20,294 7,620 672 2,906
1997-1998 263 20,169 7,678 672 3,340
1996-1997 258 19,048 6,717 653 2,594
1995-1996 253 18,205 5,571 681 3,076
1994-1995 249 17,441 4,545 680 2,704
1993-1994 247 16,652 4,428 602 3,007
1992-1993 245 15,132 4,071 477 3,650
1991-1992 245 13,920 2,950 405 4,190
1990-1991 244 13,993 371 3,803
1989-1990 243 13,705 471 3,721
1988-1989 244 13,555 408 3,852
*Data from 13 institutions offering postsecondary agriculture.
** Adult programs are operated as a part of local programs.
Secondary Agricultural Education in the Public Schools
Agricultural education has been a part of the public education system throughout the history of our country. When the Latin
grammar schools gave way to the academies of the late 1700s, agricultural courses were sometimes included in the curriculum.
While these were general theoretical courses, many states made them a requirement for graduation. With the passage of the
Smith-Hughes Act of 1917, many general agriculture courses were replaced with a course called "vocational agriculture."
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to meet the needs of society and the work force. For example, the number of farmers has declined from 13.8% of the
work force in 1947 to less than 1.4% in 2021. It is now estimated that agriculture/agribusiness provides 10.3% of all U.S.
jobs. The Vocational Act of 1963 encouraged expansion of the vocational agriculture program to include training for
entry into other agricultural occupations besides farming.
Non duplicated enrollment in high school agriculture in Missouri is 29,367 students. Currently, 353 comprehensive high
schools and 43 area vocational schools offer agriculture. Of the students enrolled, over 42% are female. There are 514
agriculture teachers in secondary schools. In 2021-2022, the program was offered in 70% of Missouri's public school
districts maintaining high schools, and approximately 10% of the high school students were enrolled.
High School agriculture is a four-year program. A student normally earns four to six credits. The following table shows
course offerings and enrollments for the past nine years.

Course Offerings and Enrollments/Number of Schools
Courses 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20 20-21
Agricultural Science I 313 310 311 305 310 308 309 310 312
Agricultural Science II 275 277 280 283 275 268 274 270 263
Agricultural Management/Economics 66 80 60 66 61 59 59 59 52
Animal Science 158 157 153 176 169 172 180 173 175
Crop Science 33 38 45 41 34 47 45 47 39
Agricultural Sales & Marketing 83 88 83 86 83 62 86 63 64
Agricultural Power I 75 74 66 79 73 67 73 67 70
Agricultural Power II 15 18 14 14 20 17 14 17 17
Agricultural Machinery 32 38 30 32 35 39 33 39 42
Agricultural Structures 122 133 131 132 136 131 130 132 130
Agricultural Construction 227 218 223 220 222 218 230 220 212
Floriculture 49 55 45 41 44 46 52 46 58
Greenhouse Operation/Management 174 174 183 175 177 178 173 178 175
Nursery Operation & Management 26 21 12 20 20 20 17 21 18
Turf Management 15 8 8 10 5 7 7 7 8
Landscaping 70 65 78 64 65 77 66 77 64
Conservation Natural Resources 118 114 103 112 102 105 114 106 98
Forest Management 24 26 28 20 19 19 18 20 17
Supervised Occup. Exp. In Ag (Co-op) 81 73 81 73 81 115 76 75 81
Agricultural Other 0 0 0 0 0 0 0 0 0
Agricultural Literacy 0 0
Food Science & Tech 56 54 56 57 51 63 61 64 68
Agricultural Communications 94 89 87 96 108 108 97 108 104
Biotechnology 10 7 6 6 8 7 6 7 6
Equine Science 10 8 11 10 9 12 11 12 9
Number of Students Enrolled
Courses 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20 20-21
Agricultural Science I 9774 9818 9557 9927 9583 9702 9773 9487 9439
Agricultural Science II 5212 5357 5424 5673 5150 4961 4976 4964 4931
Agricultural Management/Economics 660 591 718 717 648 637 632 551 482
Animal Science 1945 1925 2064 2406 2390 2342 2347 2327 2389
Crop Science 405 607 491 644 430 548 546 512 446
Agricultural Sales & Marketing 684 680 702 855 837 932 616 656 567
Agricultural Power I 880 852 943 1121 958 921 810 770 811
Agricultural Power II 150 142 177 149 212 151 158 149 170
Agricultural Machinery 595 498 575 583 582 548 611 534 708
Agricultural Structures 1447 1605 1645 1582 1641 1535 1579 1450 1458
Agricultural Construction 2716 2761 2793 3405 3249 3193 3109 3186 3023
Floriculture 597 560 794 648 611 762 778 807 733
Greenhouse Operation/Management 2198 2379 2069 2529 2620 2397 2439 2461 2520
Nursery Operation & Management 276 236 260 198 260 142 221 211 217
Turf Management 157 147 55 128 73 119 76 90 76
Landscaping 648 703 685 773 783 808 919 791 795
Conservation Natural Resources 1389 1291 1319 1487 1428 1479 1461 1320 1458
Forest Management 297 316 276 275 256 269 229 197 249
Supervised Occup. Exp. In Ag (Co-op) 458 507 395 527 622 639 575 664 585
Agricultural Other 0 0 0 0 0 0 0 0 0
Agricultural Literacy 0 0 0 0 0 0 0 0 0
Food Science & Tech 623 614 579 687 645 778 728 841 914
Agricultural Communications 734 748 789 924 955 837 1001 929 956
Biotechnology 156 154 111 118 96 85 125 81 84
Equine Science 128 189 111 168 146 140 199 156 142
Veterinary Science 308 432 436 441 431 667 583 629 624

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Student Career Interest

All students enrolled in agriculture programs are asked to identify an agricultural interest in one of six
Agricultural Career Cluster areas. The following percentages reflect student choices in 2021-2022

% of Total With-in Cluster Pathway
Agricultural Business/Management Systems 15% Males-51% Females-49%
Agricultural Mechanics & Technology 32% Males-90% Females-10%
Animal Science Systems 26% Males-34% Females-66%
Food Science Systems 7% Males-45% Females-55%
Natural Resources/Conservation Systems 10% Males-67% Females-33%
Plant Science/Horticultural System 10% Males-37% Females-63%

FFA Membership

FFA activities are designed to teach leadership and
promote personal skill development. Students can
become involved at the area, district, state and
national levels in various ways. Each agriculture
program in Missouri has a chartered FFA chapter.
The 2021-2022 membership in the Missouri FFA
was 26,260.

Supervised Agricultural Experience

Each student is counseled to select courses and Supervised Agricultural Experience Program (SAEP)
activities that relate to their agricultural interest.

Of the 72% of students who completed SAE programs in 2022, 16% had ownership projects and 48%
had placement projects (working for someone in an agribusiness or on a farm). The average SAEP net
income per student for 2022 was $3,222. Statewide, over $58,195,602 net income was generated
through SAE programs.

Avg. Net Income State-wide
Top 5 Supervised Agriculture Experience Year Per Student Net Income
Program's (SAE's) in Missouri 2022 $3,222 $58,195,602
2021 $3,275 $57,406,955
Placement Animal Sys 2020 $3,009 $51,452,197
Placement Food Prod Sys 2019 $2,755 $48,943,868
2018 $2,990 $50,586,030
Placement Agribus Sys
2017 $2,786 $52,529,788
Beef
2016 $2,716 $46,414,747
Placement Power Struc
0 500 1000 1500 2000 2500 3000 3500

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These were the types of projects chosen students in 2020-2021.

Ownership Projects

2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Horses 1570 1439 1152 1139 1125 1077 996 606 987 1017
Dogs 1345 1231 995 954 991 989 1037 620 934 974
Rabbits 448 446 444 446 431 417 378 204 439 456
Goats 571 528 518 516 481 487 516 300 560 567
Fish 37 36 17 20 23 15 20 19 15 15
Bees 31 42 60 56 76 1194 84 55 73 74
Poultry 979 1002 993 1055 1154 1064 1099 683 1072 1098
Sheep 390 365 351 332 349 374 321 216 378 386
Swine 903 822 963 917 961 914 880 595 894 916
Dairy 189 145 134 129 135 93 114 68 114 132
Beef 2904 2647 2407 2359 2405 2845 2325 1703 2369 2526
Agribusiness 1067 1126 1118 1791 1157 746 1127 630 960 1019
Custom Work – Other 495 427 450 56 55 11 12 3 0 66
Vegetables 425 415 422 325 280 343 433 152 371 379
Plants 431 343 274 235 226 237 313 73 278 286
Berries/Grapes 44 45 56 39 38 24 26 18 24 24
Trees/Wood lot 133 133 139 125 130 154 189 108 133 135
Sunflowers 4 4 10 8 5 2 4 2 4 4
Tobacco 0 3 2 1 1 1 0 1 0 0
Forages/Hay 244 237 186 189 156 154 173 105 184 190
Rice 5 2 1 1 3 3 4 4 4 4
Cotton 7 7 6 5 1 5 4 2 2 2
Soybeans 302 282 221 299 186 197 377 116 334 336
Milo 9 8 15 9 8 7 18 2 3 3
Corn 233 213 190 158 171 157 182 98 173 174
Wheat 109 82 73 61 59 54 55 23 42 42
Hams 303 355 318 363 282 274 274
Small Grain 10 9 4 9 8 5 5
Pasture 309 305 288 328 196 322 327
Tree Nuts 14 11 19 23 1 12 12

Placement Projects
.
2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Agribusiness Sys 8264 7874 7707 4004 3671 3719 3619 2300 2533 2706
Food Prod/Proc Sys 5746 5470 5557 2417 3455 2983 3002 1899 2,689 2757
Directed Lab unpaid 1330 1502 1535 692 472 619 702 395 569 620
Animal Systems 3325 3407 3068 3053 3273 2,819 2988
Biotech Systems 38 29 93 94 42 27 35
Enviro Science Sys 289 356 285 378 217 305 323
Natural Res Sys 581 1051 617 561 424 596 608
Plant Systems 1553 1603 1397 1727 1100 287 1628
Power Struct/Tech Sys 1401 1624 1710 2585 1304 1,922 1966
Agriscience unpaid 768 248 188 286 225 362 367
Exploratory unpaid 1121 653 506 685 397 697 697
Analytical unpaid 707 527 87 21 57 18 18

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Graduate Placement
In 2020, there were 4,413 high school agricultural education graduates. Of this number 91.9% were placed.

32% are employed

21% in agriculture
Cont. Ed. Ag.-38%

11% in other areas
Employed Ag- 21%
57% are continuing their education
38% in agriculture Employed Other-11%
19% in other areas Not Employed-4%
4% are in the military
Military Ag-3%
3% in agriculture related fields
1% in non-agriculture related fields Military Other-1%
4% are not employed Status Unknown-.05%
<4% are not available for employment Not Available-.01%
<2% could not be found (status unknown)
Of the total, 67% are pursuing agriculture as a career. 0.00% 10.00% 20.00% 30.00% 40.00%

Postsecondary Agricultural Education
Thirteen community colleges and one state technical college in Missouri staffed with 16 instructors
currently offer postsecondary-level training in agriculture. During 2020-2021, these 13 institutions
served 2,554 students in 8 career programs:
→ Agricultural Production/ Farm Management
→ Animal Health Technology
→ Agricultural Business
→ Agricultural Equipment
→ Agricultural Power and Machinery
→ Horticulture
→ Landscape, Nursery and Turf Management
→ Biotechnology

The typical postsecondary student is a high school graduate who wants to train for a middle-
management position and/or transfer to a baccalaureate institution. Postsecondary programs
provide 64 credit hours of instruction in a two-year program for a full-time student. Programs
include supervised occupational experience gained through internships and on-the-job training.
Students are employed throughout Missouri and, in some cases, in other states. In most areas,
students are paid for their services during the internship and also receive academic credit.

Of the 109 postsecondary/adult (2 year)
Employed Ag- 68%
agriculture graduates in 2020, 91.9% are placed.
76% are employed Cont. Ed. Ag.-9%
68% in agri Employed Other-8%
8% in other areas
Military Ag-.01%
9% are continuing their education in agriculture
14% are continuing their education not in Not Employed-.01%
agriculture
Military Other-.01%
.01% are not employed
0% are not available for employment Status Unknown-0%
0% could not be found (status unknown)
Not Available-0%

Of the total, 77% are pursuing agriculture as a 0.00% 10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%
career.

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Leadership development is available through the Missouri and National Postsecondary Agricultural
Student Organizations (PAS). The Missouri Postsecondary Agricultural Student Organization (MPASO)
was established in 1981. Membership is open to any student enrolled in a postsecondary agriculture
program. In Missouri, seven institutions have local PAS organizations. PAS members have the
opportunity to participate in the state conference where contests are held, state officers are elected and the
state business is conducted.

Adult Agriculture

Adult agriculture classes were organized soon after the Smith-Hughes Act was passed in 1917 and have
been recognized as a part of agricultural education ever since. Several types of adult education have been
offered through the years in Missouri.

"Topics" classes that highlight one-session meetings have long been, and still are, a viable part of adult
education in agriculture. These classes tend to address current problems and issues, update enrollees with
new technologies, and explore subjects of general interest to a fairly diverse audience. Currently, they are
the most common type of adult class offered. "Topics" classes typically include 8 to 12 sessions and meet
weekly, biweekly or monthly, primarily during the winter months.

"In-depth" classes are becoming a popular way of providing education to adults in agriculture. An "in-
depth" class is a series of sessions on the same topic (for example, a two-to-eight session series in
horticulture, marketing, forestry or ag mechanics). Because content is specialized, enrollment is
sometimes lower. Traditionally, "topic" and "in-depth" classes are offered as a part of local programs, and
instructors are paid an hourly rate based on instructional time.

The Farm Business Management Analysis (FBMA) program is a third type of adult education in
agriculture. The program involves class work, on-site visitations and record analysis, all designed to
improve the management of the farm business and to help farmers achieve their personal, financial and
farm business goals.

A significant development in adult leadership training was the formation of the Missouri Young Farmers/
Young Farm Wives organization in 1972. This organization involves adults in educational and leadership
activities at the local, district, state and national levels. Membership in the organization is open to persons
of any age. State activities include a 2-day convention in February, a 2 1/2-day tour in August and
participation in the Governor's Conference on Agriculture.

These facts and figures describe the status of adult agricultural education in Missouri:
→ 2,554 adults enrolled in DESE reimbursed agriculture classes in 2020-2021.
→ 24 schools received DESE reimbursement for adult classes in 2019-2020.
→ There were 26 active Young Farmers/Young Farm Wives chapters in 2020-2021. State membership
totaled 429.
→ Agriculture instructors in 39 schools had part or all of their time scheduled for adult instruction in
2020-21 and over 175 farm families enrolled in the FBMA program.

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The Development of Professional Teachers of Agriculture
Missouri law and the Department of Elementary and Secondary Education's regulations require all
teachers and administrators in vocational education programs to be specifically certificated for
their teaching assignments.
In 2021, Missouri had six institutions training agriculture teachers: University of Missouri-
Columbia, Northwest Missouri State University at Maryville, Southeast Missouri State University
at Cape Girardeau, Missouri State University at Springfield, College of the Ozarks, Point Lookout
and University of Central Missouri at Warrensburg.
Pre-service programs alone cannot adequately prepare all teachers in all competencies.
Therefore, professional development programs are designed and offered to assist the teachers in
meeting their needs and the needs of their clientele. The program is jointly planned by teachers,
teacher educators and state supervisors. A Professional Development Specialist manages the
state-wide effort.
Agriculture as a Part of General Education
Agricultural education began in this country as a part of general education. Passage of the
Smith- Hughes Act in 1917 promoted the concept of "vocational agriculture" as a separate
program. The narrow focus of vocational agriculture was broadened somewhat through the
Vocational Education Act of 1963, which encouraged training for non-farm agricultural
occupations. Today, however, the basic differences between the "general" and "vocational"
approaches remain.
Our society's basic knowledge of agriculture is declining. More and more people in agriculture-
related jobs will know less and less about their industry. In addition, a growing number of young
people who do not have a background in farming or agriculture are training for agriculture-
related occupations. For example, 40-45% of the students now enrolled in the University of
Missouri-Columbia's College of Agriculture are non-farm, urban students. Another important
issue today is providing a vocational education for adults. Many adults, for example, are
interested in studying agriculture--not for career purposes, but to meet a vocational, hobby or
secondary-income objectives. Additionally, more public and social interest is being focused on
issues related to agriculture, food and the environment. Such trends signal a need for students
and citizens in general to be better informed about the importance of agriculture and its
relationship to their lives. In other words, our American society needs to be agriculturally
literate.
Several projects are now underway in Missouri to develop agricultural literacy by promoting
public awareness and understanding of agriculture's role in our economy and society. At the
junior high/middle school level, Agricultural Literacy courses were offered in 2021-2022 to
15,534 seventh and eighth grade students in 249 schools. Other examples of this effort are the
"Agriculture in the Classroom" project, supported by Missouri Farm Bureau and the Ag Ed on
the move program by farmers care and commodity organizations, which introduce young
students to concepts about agriculture and food production.
Building public awareness and understanding about issues and trends affecting agriculture in our
state and nation is vital to having an informed citizenry.

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